| Title: |
Impact of Clicker and Confidence Questions on the Metacognition and Performance of Students of Different Achievement Groups in General Chemistry |
| Language: |
English |
| Authors: |
Diane M. Bunce (ORCID 0000-0001-9069-3573); Maria J. Schroeder (ORCID 0000-0003-4411-6294); Dianne J. Luning Prak (ORCID 0000-0002-5589-7287); Melonie A. Teichert (ORCID 0000-0002-9892-6631); Debra K. Dillner (ORCID 0000-0003-1446-890X); Lauren R. McDonnell; Daniel P. Midgette; Regis Komperda (ORCID 0000-0003-4837-7141) |
| Source: |
Journal of Chemical Education. 2023 100(5):1751-1762. |
| Availability: |
Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc |
| Peer Reviewed: |
Y |
| Page Count: |
12 |
| Publication Date: |
2023 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Higher Education; Postsecondary Education |
| Descriptors: |
Undergraduate Students; Military Schools; Reaction Time; Teaching Methods; Chemistry; Active Learning; Student Participation; Science Achievement; Homogeneous Grouping; Self Efficacy; Metacognition |
| Geographic Terms: |
Maryland |
| DOI: |
10.1021/acs.jchemed.2c00928 |
| ISSN: |
0021-9584; 1938-1328 |
| Abstract: |
This research is a large study over an extended period of time involving hundreds of general chemistry students and multiple instructors at the US Naval Academy. The purpose was to investigate whether a combination of clicker content and confidence questions would improve the performance and metacognition of students of different achievement groups (top, middle, bottom). Results showed no statistical difference in exam achievement between students who used clickers and those who did not when other active teaching methods were employed in both groups. Within the clicker participants, statistical differences in confidence on clicker questions were found by student achievement group, question type (algorithmic and conceptual), and question difficulty for both semesters of general chemistry. Students in the top achievement group were the most confident. All students were more confident on algorithmic and easy questions, though a significant interaction was found between question type and difficulty in the second semester. Metacognition was measured by calibration (confidence when the answer is corrector lack of confidence when incorrect). Overall, students of all achievement groups were well calibrated with students in the top group being confident in correct answers and students in the bottom group nonconfident within correct answers. Students in the middle group displayed calibration between those of the top and bottom groups. Evidence of calibration for middle and bottom students may indicate the beginning of metacognitive awareness. A positive trend was found in student perceived value of confidence questions over the two semesters of general chemistry. |
| Abstractor: |
As Provided |
| Entry Date: |
2024 |
| Accession Number: |
EJ1443290 |
| Database: |
ERIC |